Empowering Today’s Teenagers through Opportunities in the Golden Gate National Parksonline.sfsu.edu/nroberts/documents/GGNPC-SFSU_Doc... · · 2014-03-16The Golden Gate National

BACKGROUNDThe Golden Gate National Parks span 80 miles from north to south of the infamous Golden Gate Bridge, encompassing nearly 120 square miles of public open space. These 75,500 acres includes an abundance of trails, historic landmarks, ancient redwoods, miles of spectacular shorelines, rare and endangered species, and breathtaking scenic views. Over 17 million visitors make this area one of the most popular destinations across the national park system. People across a variety of demographics enjoy the extraordinary natural landscape, the notable history, and the metropolitan interface that creates comfort for thousands of urban residents.

PURPOSE OF THE STUDY Opportunities for high school youth, in particular, have been expanding and are flourishing in new directions. With the support of public and private funds these programs are dependent on grants, donations, and other benevolent contributions in order to remain sustainable in the future. This Briefing focuses on five core programs serving teenagers (grades 9-12) around the Bay Area and highlights the universal benefits at the individual, park, and societal/community level. A common thread among these programs is cultivating park stewards and educating the next generation about finding solutions to pressing environmental and social issues.

This Briefing provides an overview of the investigation of key elements that emerged from the document content provided. Five years of participant data (fiscal years 2004-2008) as provided by the Program Managers was reviewed, organized, and assessed based on secondary sources.

Key highlights of quantitative participation trends regarding four key Conservancy units are provided: The Crissy Field Center (as determined by two core youth programs), Teens on Trails, LINC, and the Oceana Nursery Program.

Universal program benefits are provided. Common themes across key high school-aged youth programs relating to desired outcomes for the individual, park, and community/societal levels are displayed.

A few significant assertions are presented in support of outdoor/environmental education and the role of experiential learning in youth development, potential leadership, and likelihood of these youth programs for teens influencing career choices.

Recommendations for key future research and evaluation questions are offered. The need for future evaluation to continue measuring these remarkable experiences is vital.

A document analysis was the method of choice for reviewing and compiling this material. This procedure provides contextual information for written materials, as a whole, and responds directly to some of the issues and questions under inquiry. It describes the document content (in detail where applicable or by synthesis as primarily achieved in this project) as well as potential latent challenges confronting programs and managing agencies.

Furthermore, the research team also investigated if there is a basic connection between programs explored and the Mission for Education in National Park Service as set forth by the NPS 2nd Century Commission.

Empowering Today’s Teenagers through Opportunities in the Golden Gate National Parks

The Golden Gate National Parks Conservancy is the non-profit membership organization created for the preservation and enhancement of the Golden Gate National Parks. The mission is: “to protect and rejuvenate park sites, enhance the experiences of park visitors, and build a community dedicated to preserving the parks for the future. The Parks Conservancy seeks private contributions to augment federal funds for the parks and collaborates with the National Park Service and the Presidio Trust to renew park sites, enlist volunteers in restoration projects, provide interpretive services and education programs, and engage diverse audiences in these national parks.”

Summer 2009

OVERVIEW OF HIGH SCHOOL PROGRAMS EXPLORED

I-YEL (Inspiring Young Emerging Leaders): The following mission was written and endorsed by the teenagers in the program: “I-YEL encourages, prepares, and challenges young people from diverse backgrounds to be advocates for environmental and social change. I-YEL is initiated, designed, and coordinated by youth, who receive support and training in planning and implementing projects that create positive change in their communities. Through leadership development, career exploration, and goal setting, I-YEL participants acquire the skills necessary to be the teachers and leaders of today and the future.”

Since 2001, I-YEL has encouraged, prepared and challenged young people from diverse backgrounds to address environmental and social issues. Students are empowered to initiate, coordinate, and implement projects that expand beyond traditional environmental activism and education. Managed by the Crissy Field Center, opportunities abound for youth to give input on how they would like to improve both the environment and their community.

Project WISE (Watersheds Inspiring Student Education): A unique collaboration with the Crissy Field Center, Urban Watershed Project, and Galileo Academy of Science & Technology. Formed in 2002, this program connects inner-city youth with parks during the academic school-year. Students are immersed in meaningful watershed experiences through active participation in practical stewardship and restoration activities combined with small group, hands-on, science projects ultimately presented to peers, land managers and others.

THREE OTHER CONSERVANCY HIGH SCHOOL PROGRAMS

Teens on Trails: Launched in 2005, this program encourages youth participation in caring for parks while providing training in peer leadership and helping to fulfill community service credits. Using their day off as a “day on,” local teens celebrate federal school holidays by working on trail maintenance and habitat restoration projects. A sense of stewardship for local parks is fostered as youth develop basic skills in trail maintenance, landscaping and restoration.

LINC (Linking Individuals with the Natural Community): For six weeks every summer, since 2004, teenagers learn about, and assist with, natural resource projects throughout the park. As LINC is nestled within the Conservancy’s Site Stewardship program, projects include habitat restoration, wildlife monitoring, plant propagation, mapping, and trail work. In addition to service projects, students engage in career development and leadership workshops, and take field trips to special park sites.

Oceana High School Nursery Program: Located in Pacifica, students sign up to work at the native plant nursery managed by the Parks Conservancy since 1997. While the nursery is physically located behind the cafeteria on the high school campus, the program also provides teens with a chance to be engaged in the Mori Point Trails and Restoration Project. Opportunities exist for community service hours, curriculum enhancement, service learning field trips, and paid internships.

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INDIVIDUAL PROGRAM STRENGTHS

Their strengths also lie in their differences and not one size fits all. The Conservancy as a whole is equal to the sum of its program parts. The mission, goals, and objectives of each high school program speaks volumes to what they achieve individually thereby contributing to the overall Conservancy vision for youth engagement. By focusing on what they are good at, they contribute to both the broad spectrum of program offerings as well as the model universal metrics created regarding service

Inspiring Young Emerging Leaders: Applies a positive youth development model and prepares youth to be future leaders.

Project WISE: Environmental science and ecology pathway and college-prep curriculum; includes field study and internships.

Teens on Trails: Volunteer programs and community service to the land.

LINC: Conservation education, stewardship, and job training.

Oceana H.S. Nursery Program: Environmental science curriculum and service learning.

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4

Type/Group # Times Met/Days Unduplicated

2000018,007

1 600

Total Number of Youth & Family Emphasis Participants by Year FY04-FY08

yp p y p

Fiscal YearNumber of Programs

Number of Sessions per

programTotal Number of

Participants20000

18,0071 600


Fiscal Year Programs program Participants2004 266 177 48182005 256 161 126382006 263 199 8168 8168

15000

20000

12,638

18,0071,600

programs


2006 263 199 8168 81682007 387 147 98232008 428 355 18007

5000

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20000

4,818

12,638

8,1689,823

18,0071,600

programs


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5,000

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17,439

23,308

4,821

48,397 totalall participants during the last

5 years

0

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25,000

All School Programs Public

Programs Summer campCommunity

Programs CAP

17,439

23,308

1,539

4,821

1,290

48,397 totalall participants during the last

5 years

Note: CAP data is for 2007 & 2008 only

PROGRAM STATISTICS – A FEW HIGHLIGHTS

Crissy Field CenterThe Crissy Field Center (CFC) numbers presented here only include programs with a youth emphasis. For instance, if the stated audience served in the data provided included “adults”, those programs were omitted from the analysis. However, if the audience served was “youth and families”, these numbers were integrated.

Note: CAP data is for 2007 and 2008 only

Speak with many voices �

Many ways of knowing & learning�

Act with integrity�

Teaching methods at the Crissy Field Center are multifaceted – Since programs are hands-on and activity based this fosters interaction; subsequently, multiple viewpoints are encouraged, articulated and respected. Teaching and facilitation is from the “bottom up”, rather than a “top-down” approach enabling activities to be student-centered, driven and supported. I-YEL and Project WISE are the two key CFC school programs serving urban high school youth, are on the cutting edge of connecting youth to natural areas and creating relevance to their own community.

I-YEL empowers youth to initiate, coordinate, and implement projects, trips and work for a more sustainable and just society.

Has served over 70 teens

Offered 60 different programs, workshops, events and various overnight experiences in the last five yearsI-YEL is exceeding expectations

Project WISE connects students during the academic year through the formal education process.

WISE serves science classes at Galileo Academy of Science and Technology where they study a variety of environmental issues from climate, air quality, and geology to soil, water quality, and wildlife habitatFocuses on the Presidios Tennessee Hollow WatershedServed nearly 250 teens over the last five years

(number) Volunteer 05-08Year Date provided Event Youth Adults Total Hours (total) EVENT number %

Teens on Trails Statistics 2005 - presentTeens on Trails: Number of Youth Participants

2005-2008 (n=416)Teens on Trails: Number of Adult and Youth Participants

2005-2008 (n=505)2005 11-Nov Veteran's Day 80 20 100 2005 300 Veteran's D 186 372006 16-Jan MLK Day 2006 498 MLK Day 105 212006 31-Mar Cesar Chavez Day 25 20 45 2007 342 Cesar Chav 140 272006 20 M M i l D 6 0 6 2008 375 M i l D 20 4

180

Teens on Trails: Number of Youth Participants 2005-2008 (n=416)

Teens on Trails: Number of Adult and Youth Participants 2005-2008 (n=505)

2006 20-May Memorial Day 6 0 6 2008 375 Memorial D 20 42006 10-Oct Columbus Day 40 5 45 1515 (4 yrs) Columbus D 45 92006 10-Nov Veteran's Day 65 5 70 Lunar New 9 22007 15-Jan MLK Day 50 5 55 505 100140

160

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2007 15-Jan MLK Day 50 5 55 505 1002007 31-Mar Cesar Chavez Day 40 5 452007 12-May Memorial Day 10 4 142008 21-Jan MLK Day 50 Totals for 2008 NOT broken out by "youth" and "adults"100

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2008 21 Jan MLK Day 50 Totals for 2008 NOT broken out by youth and adults2008 7-Feb Lunar New Year 9 Note received later indicated "100" youth for 2008 total.2008 31-Mar Cesar Chavez Day 50 (out of 125 people)2008 11-Nov Veteran's Day 16

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y2009 19-Jan MLK Day 38 15 53 505 0 0.062009 16-Feb Presidents Day2009 30-Mar Cesar Chavez Day 16 3 19

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Total 370 82 577 1731minus 2009 316plus 100 2008 100 Total Volunteer Hours 2009 data not used in analysis:

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Teens on Trails Youth and Adults Participantsplus 100 2008 100 Total Volunteer Hours 2009 data not used in analysis:Total # Participants per Year 400 2005-2009 1731 YEAR All ParticEvents (with #s ) YEAR Youth ParticEvents (with

2009 72 2 2009 54 2YEAR All Participants (Y & AEvents (with #s ) YEAR Youth ParticipEvents (with #s)

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n=186

Teens on Trails - Youth and Adults Participants by Program Events (2005-2008)

YEAR All Participants (Y & AEvents (with #s ) YEAR Youth ParticipEvents (with #s)2005 100 1 2005 80 12006 166 4 2006 136 42007 114 3 2007 100 3

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Two events with NO TOTALS PROVIDED 505921

DELETE 2009 FROM ALL GRAPHS/TABLES

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CREATE CHART with: TITLE: YOUTH PARTICIPANTS BY PROGRAMALL MLK DAY participantsALL VET day participants (2005-2008) / series titles have "N" eventsALL C.C. day - etc below the name of event.

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ALL C.C. day etc below the name of event.

Teens on Trails Youth Participants by Program (cummulative 2005-2009) Event Youth Participants Years used in analysis

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Event Youth Participants Years used in analysisMLK DAY 50 2007Veterans Day 145 2005, 2006 NOTE / 2008: Total participants were not broken out by youth vs adults

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5

Teens on TrailsTeens on Trails is a volunteer program operating on celebrated academic school-year holidays and provides an opportunity for youth to engage in service learning and other natural resource-based programs and projects.

Opportunities include Martin Luther King, Jr. Day, Veterans Day, Cesar Chavez Day, Memorial Day, Columbus Day, Lunar New Year.

Each event includes youth participants, family members, and other volunteers. During the first four years since its establishment in 2005:

921 people have participated

1515 hours of volunteer service at sites in Marin, the Presidio, San Francisco, and San Mateo





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140

160

180

2005 2006 2007 2008

100

166

114125


n=186



0

20

40

60

80

100

120

140

160

180

2005 2006 2007 2008

80

136

100 100


0

20

40

60

80

100

120

140

160

180

2005 2006 2007 2008

100

166

114125


180

200

n=18637%

n=140


2007 114 3 2007 100 32008 125 4 2008 100 0

505 416 (okay)

0

20

40

60

80

100

120

140

160

180

2005 2006 2007 2008

80

136

100 100


0

20

40

60

80

100

120

140

160

180

2005 2006 2007 2008

100

166

114125


100

120

140

160

180

200

n=18637%

n=10521%

n=14027%


( y)416



0

20

40

60

80

100

120

140

160

180

2005 2006 2007 2008

80

136

100 100


0

20

40

60

80

100

120

140

160

180

2005 2006 2007 2008

100

166

114125


60

80

100

120

140

160

180

200

n=18637%

n=10521%

n=14027%

n=459%




0

20

40

60

80

100

120

140

160

180

2005 2006 2007 2008

80

136

100 100


0

20

40

60

80

100

120

140

160

180

2005 2006 2007 2008

100

166

114125


0

20

40

60

80

100

120

140

160

180

200

n=18637%

n=10521%

n=14027%

n=20 4%

n=459%

n=92%



0

20

40

60

80

100

120

140

160

180

2005 2006 2007 2008

80

136

100 100


0

20

40

60

80

100

120

140

160

180

2005 2006 2007 2008

100

166

114125


0

20

40

60

80

100

120

140

160

180

200

n=18637%

n=10521%

n=14027%

n=20 4%

n=459%

n=92%




0

20

40

60

80

100

120

140

160

180

2005 2006 2007 2008

80

136

100 100


0

20

40

60

80

100

120

140

160

180

2005 2006 2007 2008

100

166

114125


0

20

40

60

80

100

120

140

160

180

200

n=18637%

n=10521%

n=14027%

n=20 4%

n=459%

n=92%



0

20

40

60

80

100

120

140

160

180

2005 2006 2007 2008

80

136

100 100


0

20

40

60

80

100

120

140

160

180

2005 2006 2007 2008

100

166

114125


0

20

40

60

80

100

120

140

160

180

200

n=18637%

n=10521%

n=14027%

n=20 4%

n=459%

n=92%






180




160

180136

100 100


180166



120

140

160

180

80

136

100 100


120

140

160

180

100

166

114125



40

60

80

100

120

140

160

180

80

136

100 100


60

80

100

120

140

160

180

100

166

114125



0

20

40

60

80

100

120

140

160

180

80

136

100 100


20

40

60

80

100

120

140

160

180

100

166

114125



0

20

40

60

80

100

120

140

160

180

2005 2006 2007 2008

80

136

100 100


0

20

40

60

80

100

120

140

160

180

2005 2006 2007 2008

100

166

114125




0

20

40

60

80

100

120

140

160

180

2005 2006 2007 2008

80

136

100 100


0

20

40

60

80

100

120

140

160

180

2005 2006 2007 2008

100

166

114125


n=186



0

20

40

60

80

100

120

140

160

180

2005 2006 2007 2008

80

136

100 100


0

20

40

60

80

100

120

140

160

180

2005 2006 2007 2008

100

166

114125


180

200

n=18637%

n=140


2007 114 3 2007 100 32008 125 4 2008 100 0

505 416 (okay)

0

20

40

60

80

100

120

140

160

180

2005 2006 2007 2008

80

136

100 100


0

20

40

60

80

100

120

140

160

180

2005 2006 2007 2008

100

166

114125


100

120

140

160

180

200

n=18637%

n=10521%

n=14027%


( y)416



0

20

40

60

80

100

120

140

160

180

2005 2006 2007 2008

80

136

100 100


0

20

40

60

80

100

120

140

160

180

2005 2006 2007 2008

100

166

114125


60

80

100

120

140

160

180

200

n=18637%

n=10521%

n=14027%

n=459%




0

20

40

60

80

100

120

140

160

180

2005 2006 2007 2008

80

136

100 100


0

20

40

60

80

100

120

140

160

180

2005 2006 2007 2008

100

166

114125


0

20

40

60

80

100

120

140

160

180

200

n=18637%

n=10521%

n=14027%

n=20 4%

n=459%

n=92%



0

20

40

60

80

100

120

140

160

180

2005 2006 2007 2008

80

136

100 100


0

20

40

60

80

100

120

140

160

180

2005 2006 2007 2008

100

166

114125


0

20

40

60

80

100

120

140

160

180

200

n=18637%

n=10521%

n=14027%

n=20 4%

n=459%

n=92%




0

20

40

60

80

100

120

140

160

180

2005 2006 2007 2008

80

136

100 100


0

20

40

60

80

100

120

140

160

180

2005 2006 2007 2008

100

166

114125


0

20

40

60

80

100

120

140

160

180

200

n=18637%

n=10521%

n=14027%

n=20 4%

n=459%

n=92%



0

20

40

60

80

100

120

140

160

180

2005 2006 2007 2008

80

136

100 100


0

20

40

60

80

100

120

140

160

180

2005 2006 2007 2008

100

166

114125


0

20

40

60

80

100

120

140

160

180

200

n=18637%

n=10521%

n=14027%

n=20 4%

n=459%

n=92%


LINC Summer High School Program

2004 2005 2006 2007 2008TOTALS:

Number of programs 1 per summer 1 per summer 1 per summer 1 per summer 1 per summerNumber of sessions per program 1 1 1 1 1 5Number of sessions per program 1 1 1 1 1 5Number of hours per program1 168 168 168 168 168 840Number of participants per session 10 13 17 15 16 71Total number of participants 10 13 17 15 16 71Total number of participants 10 13 17 15 16 71Contact hours 1680 2184 2856 2520 2688 11928Grades students are in 9 to 12 9 to 12 9 to 12 9 to 12 9 to 12 0

1Note: 28 hours per week x 6 weeks = 168, original Excel rec'd May '09 indicated "176"

Participants Year # Participants LINC Participants (n=71)p p2004 102005 132006 17 20 n= 17

(24%) n= 16

LINC Participants (n=71)2004-2008

2007 152008 16

Total: 71 16

18

20

n= 13(18%)

n= 17(24%)

n= 15(21%)

n= 16(23%)


LINC Participants Contact Hours per Summer 12

14

16

18

20

n= 10(14%)

n= 13(18%)

n= 17(24%)

n= 15(21%)

n= 16(23%)


2500

3000

2 184 h

2,856 hrs

2,520 hrs 2,688 hrs

LINC Participants Contact Hours per Summer

8

10

12

14

16

18

20

n= 10(14%)

n= 13(18%)

n= 17(24%)

n= 15(21%)

n= 16(23%)


1500

2000

2500

3000

1,680 hrs

2,184 hrs

2,856 hrs

2,520 hrs 2,688 hrs


2

4

6

8

10

12

14

16

18

20

n= 10(14%)

n= 13(18%)

n= 17(24%)

n= 15(21%)

n= 16(23%)


500

1000

1500

2000

2500

3000

1,680 hrs

2,184 hrs

2,856 hrs

2,520 hrs 2,688 hrs


0

2

4

6

8

10

12

14

16

18

20

2004 2005 2006 2007 2008

n= 10(14%)

n= 13(18%)

n= 17(24%)

n= 15(21%)

n= 16(23%)


0

500

1000

1500

2000

2500

3000

2004 2005 2006

1,680 hrs

2,184 hrs

2,856 hrs

2,520 hrs 2,688 hrs


0

2

4

6

8

10

12

14

16

18

20

2004 2005 2006 2007 2008

n= 10(14%)

n= 13(18%)

n= 17(24%)

n= 15(21%)

n= 16(23%)


0

500

1000

1500

2000

2500

3000

2004 2005 20062007

2008

1,680 hrs

2,184 hrs

2,856 hrs

2,520 hrs 2,688 hrs


0

2

4

6

8

10

12

14

16

18

20

2004 2005 2006 2007 2008

n= 10(14%)

n= 13(18%)

n= 17(24%)

n= 15(21%)

n= 16(23%)


LINC Summer High School Program

2004 2005 2006 2007 2008TOTALS:

Number of programs 1 per summer 1 per summer 1 per summer 1 per summer 1 per summerNumber of sessions per program 1 1 1 1 1 5Number of sessions per program 1 1 1 1 1 5Number of hours per program1 168 168 168 168 168 840Number of participants per session 10 13 17 15 16 71Total number of participants 10 13 17 15 16 71Total number of participants 10 13 17 15 16 71Contact hours 1680 2184 2856 2520 2688 11928Grades students are in 9 to 12 9 to 12 9 to 12 9 to 12 9 to 12 0

1Note: 28 hours per week x 6 weeks = 168, original Excel rec'd May '09 indicated "176"

Participants Year # Participants LINC Participants (n=71)p p2004 102005 132006 17 20 n= 17

(24%) n= 16


2007 152008 16

Total: 71 16

18

20

n= 13(18%)

n= 17(24%)

n= 15(21%)

n= 16(23%)


LINC Participants Contact Hours per Summer 12

14

16

18

20

n= 10(14%)

n= 13(18%)

n= 17(24%)

n= 15(21%)

n= 16(23%)


2500

3000

2 184 h

2,856 hrs

2,520 hrs 2,688 hrs


8

10

12

14

16

18

20

n= 10(14%)

n= 13(18%)

n= 17(24%)

n= 15(21%)

n= 16(23%)


1500

2000

2500

3000

1,680 hrs

2,184 hrs

2,856 hrs

2,520 hrs 2,688 hrs


2

4

6

8

10

12

14

16

18

20

n= 10(14%)

n= 13(18%)

n= 17(24%)

n= 15(21%)

n= 16(23%)


500

1000

1500

2000

2500

3000

1,680 hrs

2,184 hrs

2,856 hrs

2,520 hrs 2,688 hrs


0

2

4

6

8

10

12

14

16

18

20

2004 2005 2006 2007 2008

n= 10(14%)

n= 13(18%)

n= 17(24%)

n= 15(21%)

n= 16(23%)


0

500

1000

1500

2000

2500

3000

2004 2005 2006

1,680 hrs

2,184 hrs

2,856 hrs

2,520 hrs 2,688 hrs


0

2

4

6

8

10

12

14

16

18

20

2004 2005 2006 2007 2008

n= 10(14%)

n= 13(18%)

n= 17(24%)

n= 15(21%)

n= 16(23%)


0

500

1000

1500

2000

2500

3000

2004 2005 20062007

2008

1,680 hrs

2,184 hrs

2,856 hrs

2,520 hrs 2,688 hrs


0

2

4

6

8

10

12

14

16

18

20

2004 2005 2006 2007 2008

n= 10(14%)

n= 13(18%)

n= 17(24%)

n= 15(21%)

n= 16(23%)


LINC (Linking Individuals with the Natural Community)

6

LINC is a program for high school youth that is held once per summer. Students work on authentic park projects with themes including plant propagation, habitat restoration, mapping, trail work, and environmental education. All activities are linked to park priorities and provide critical natural resource support to the park.

Since being launched in 2004, LINC has served 71 young people 5 summer seasons successfully completed 12,000 contact hours with San Francisco teens through 2008LINC can serve and reach more students contingent upon procuring additional resources

OCEANA High School Nursery Program

Staring down at the school from atop the ridge, they saw unique opportunities to engage their students in authentic restoration projects while learning about ecology.

Important to note is that programs and participants in 2008 are fewer than other years because there was no full-time coordinator

7

Fiscal Yea Number of Programs2002 262003 302004 332005 392006 31

40

Oceana Programs (n=152) (2004-2008)

2006 312007 352008 14

152

25

30

35

40

33

39

31

35


5

10

15

20

25

30

35

40

33

39

31

35

14


Fiscal Yea Participants

0

5

10

15

20

25

30

35

40

2004 2005 2006 2007 2008

33

39

31

35

14


p2002 4542003 4402004 3762005 4122006 3802007 491

0

5

10

15

20

25

30

35

40

2004 2005 2006 2007 2008

33

39

31

35

14

500


Oceana Participants (n=1,779) (2004-2008)

2007 4912008 120

1779

0

5

10

15

20

25

30

35

40

2004 2005 2006 2007 2008

33

39

31

35

14

200

300

400

500

376412 380

491



0

5

10

15

20

25

30

35

40

2004 2005 2006 2007 2008

33

39

31

35

14

0

100

200

300

400

500

2004 2005 2006 2007 2008

376412 380

491

120



Fiscal Yea Contact Hours2002 1540

0

5

10

15

20

25

30

35

40

2004 2005 2006 2007 2008

33

39

31

35

14

0

100

200

300

400

500

2004 2005 2006 2007 2008

376412 380

491

120

Oceana Program Contact Hours across Fiscal



2002 15402003 12122004 10662005 10492006 11372007 13292008 359

0

5

10

15

20

25

30

35

40

2004 2005 2006 2007 2008

33

39

31

35

14

0

100

200

300

400

500

2004 2005 2006 2007 2008

376412 380

491

120

1600

Oceana Program Contact Hours across Fiscal Years (2002-2008)



2008 359

4940

0

5

10

15

20

25

30

35

40

2004 2005 2006 2007 2008

33

39

31

35

14

0

100

200

300

400

500

2004 2005 2006 2007 2008

376412 380

491

120

1000

1200

1400

1600




0

5

10

15

20

25

30

35

40

2004 2005 2006 2007 2008

33

39

31

35

14

0

100

200

300

400

500

2004 2005 2006 2007 2008

376412 380

491

120

400

600

800

1000

1200

1400

1600




0

5

10

15

20

25

30

35

40

2004 2005 2006 2007 2008

33

39

31

35

14

0

100

200

300

400

500

2004 2005 2006 2007 2008

376412 380

491

120

0

200

400

600

800

1000

1200

1400

1600

2002 2003 2004 2005 2006 2007 2008




0

5

10

15

20

25

30

35

40

2004 2005 2006 2007 2008

33

39

31

35

14

0

100

200

300

400

500

2004 2005 2006 2007 2008

376412 380

491

120

0

200

400

600

800

1000

1200

1400

1600

2002 2003 2004 2005 2006 2007 2008




The establishment of this program is due to Oceana H.S. teachers who were active participants and advocates in the restoration of Milagra Ridge; this is part of the Golden Gate National Parks that shares a boundary with the school.

Since its founding in 1997, they’ve done just that ~ engaging students in unique and genuine ways while completing important restoration projects to supplement their learning. The development and evolution of the curriculum and program offerings, despite the ebb and flow of funding has been extraordinary.

Served over 1,175 young people152 programs and services

5,000 contact hours in the last five years

With a rejuvenation of new ideas and opportunities for student engagement, this solid partnership directly feeds Conservancy and restoration projects.

Fiscal Yea Number of Programs2002 262003 302004 332005 392006 31

40


2006 312007 352008 14

152

25

30

35

40

33

39

31

35


5

10

15

20

25

30

35

40

33

39

31

35

14


Fiscal Yea Participants

0

5

10

15

20

25

30

35

40

2004 2005 2006 2007 2008

33

39

31

35

14


p2002 4542003 4402004 3762005 4122006 3802007 491

0

5

10

15

20

25

30

35

40

2004 2005 2006 2007 2008

33

39

31

35

14

500



2007 4912008 120

1779

0

5

10

15

20

25

30

35

40

2004 2005 2006 2007 2008

33

39

31

35

14

200

300

400

500

376412 380

491



0

5

10

15

20

25

30

35

40

2004 2005 2006 2007 2008

33

39

31

35

14

0

100

200

300

400

500

2004 2005 2006 2007 2008

376412 380

491

120



Fiscal Yea Contact Hours2002 1540

0

5

10

15

20

25

30

35

40

2004 2005 2006 2007 2008

33

39

31

35

14

0

100

200

300

400

500

2004 2005 2006 2007 2008

376412 380

491

120

Oceana Program Contact Hours across Fiscal



2002 15402003 12122004 10662005 10492006 11372007 13292008 359

0

5

10

15

20

25

30

35

40

2004 2005 2006 2007 2008

33

39

31

35

14

0

100

200

300

400

500

2004 2005 2006 2007 2008

376412 380

491

120

1600




2008 359

4940

0

5

10

15

20

25

30

35

40

2004 2005 2006 2007 2008

33

39

31

35

14

0

100

200

300

400

500

2004 2005 2006 2007 2008

376412 380

491

120

1000

1200

1400

1600




0

5

10

15

20

25

30

35

40

2004 2005 2006 2007 2008

33

39

31

35

14

0

100

200

300

400

500

2004 2005 2006 2007 2008

376412 380

491

120

400

600

800

1000

1200

1400

1600




0

5

10

15

20

25

30

35

40

2004 2005 2006 2007 2008

33

39

31

35

14

0

100

200

300

400

500

2004 2005 2006 2007 2008

376412 380

491

120

0

200

400

600

800

1000

1200

1400

1600

2002 2003 2004 2005 2006 2007 2008




0

5

10

15

20

25

30

35

40

2004 2005 2006 2007 2008

33

39

31

35

14

0

100

200

300

400

500

2004 2005 2006 2007 2008

376412 380

491

120

0

200

400

600

800

1000

1200

1400

1600

2002 2003 2004 2005 2006 2007 2008




4,940 contact hours

NPS SECOND CENTURY COMMISSION: “A MISSION FOR EDUCATION” Expanding innovation of Conservancy programs into the future

8

Since the National Parks Service inception in 1916, education has played a vital role in informing the public about natural resource protection, promoting public enjoyment, and creating a sense of stewardship among park visitors.

Unfortunately, in general, educational programs within the NPS have not received the attention or funding needed to attract and engage new youth from increasingly more diverse backgrounds. NPS leaders have recognized the need to revisit the NPS education mission. Challenges exist yet the importance that education plays in protecting our natural resources and intangible values as well as using parks to strengthening societal values has not been lost.

NPS can play a vital role in directly addressing current challenges in society. Educational programs offered by the NPS can engage diverse communities, instill respect for nature, and teach civic and cultural values. In the last decade, NPS began to look at the role of education as a tool for taking on these challenge and, in the next century, plans to devote more attention and resources to broadening this work.

In 2001, coincidently when the Crissy Field Center opened its doors for the first time, the National Park System Advisory Board, in its report, Rethinking the National Parks for the 21st Century, urged the NPS “to embrace its role as a national education institution.” An education council was created in the NPS to encourage innovation, lead reforms, and advise management about program needs and opportunities. Last, the National Leadership Council came together to develop a business plan, create an action plan, and devise a program evaluation strategy to create a “renaissance” in the NPS.

Education programs are the primary means which the NPS has to “engage a more diverse population, connect people and communities with their national heritage, motivate and interest a new generation in science and natural resource conservation, and promote civic dialog and community building.” Expanding park and school partnerships must occur and be mutually beneficial.

Research shows that several learning environments are needed for understanding and achievement: Formal learning of concepts and skills occurs at school, while informal, lifelong learning occurs in the “real world” and at home. Combined, these institutions can appeal to all learning styles and spark interest in education and learning for all types of youth. To this means, the National Park System Advisory Board has urged the Service to embrace its mission, as “educator”, to become a more significant part of America’s education system by providing formal and informal programs for students and learners of all ages inside and outside park boundaries. More information: http://www.visionfortheparks.org The NPS has identified challenges and opportunities to be addressed in the 2nd Century of the National Parks. These include:

Expand enjoyment and stewardship of parklands

Promote civic dialog and build community

Provide formal and informal programs for students and learners of all ages inside and outside park boundaries.Increase diversity

Program evaluations

http://www.visionfortheparks.org

Golden Gate National Parks ConservancyUNIVERSAL METRICS BENEFITS TO INDIVIDUAL, PARK, AND SOCIETY

Inspiring Young Emerging Leaders (I-YEL)

Project WISE

Teens on Trails

Linking Individuals to the Natural Community (LINC)

Oceana High School Nursery Program

Enhanced life skills such as self-confidence, self-esteem, conflict resolution, decision-making, and communication (among others) through mentoring and camaraderie.

Provided with hands-on experiences and new knowledge that contributes to their potential to be capable leaders –

Empowered to move learning into environmental action.

Internship opportunities abound –

Exposed to learning about careers in national parks and other environmental or natural resource-related fields.

INDIVIDUAL

PARK

Increased youth understanding of, appreciation for, and connection with the natural environment keeps parks healthy –

Participation by others in park programs encouraged.

Stewardship is fostered for Golden gate National Parks as well as interest in other parks and open space such as local, state and other national parks –

Resources are cared for and protected.

Provides gateway for youth involvement and environmental responsibility within national park lands and other public open spaces.

SOCIETY

Increased representation of multicultural and underserved youth –

Teens are motivated to educate others about parks, resource protection, and outdoor recreational opportunities.

Breaking down economic, racial and cultural barriers – Allows youth to share their perspectives and opinions which could potentially influence direction and management of parks.

People in the community see positive changes in these youth, improved visitor park experience ultimately transfers to building some form of community well-being.

9

A key question explored during this study: Are the high school programs at the Conservancy addressing these key NPS education issues?

The following is a summary, based on the document review and analysis, of areas where the Conservancy high school programs are aligned with these challenges and opportunities identified for the second century of our national parks.

Expand enjoyment and stewardship of parklands

All programs (Teens on Trails, LINC, I-YEL, Oceana, Project Wise) are instilling in youth stewardship for our national parks. Through hands-on programs they help create an understanding of the need for and the protecting of open spaces.

Promote civic dialog and build communityI-YEL and Oceana are the only two programs that have explicitly stated in their mission, goals and objectives “to build community” through their programs. For example, Oceana hopes that projects done by youth will have a positive impact in the community while I-YEL has youth select projects which will ultimately affect the community.

Provide formal and informal programs inside and outside park boundariesAll programs, except Teens on Trails, have some type of formal educational/training component.

LINC provides career workshops and on-site training in natural resource and conservation skills Project Wise provides youth the opportunity to learn scientific methods in the field, classroom and labOceana high school’s program has been tied to the science curriculum taught in classes at school I-YEL youth partake in environmental workshops which focus on environmental perspectives, their impact on the environment, public speaking, group decision-making, meeting facilitation, and broadly enhancing skills regarding diversity (Teens also receive assistance in setting goals, creating action plans, and preparing for college and future careers).

Increase ethnic diversityAll Conservancy programs desire to attract a more diverse population of young people to the parksThe teens served come from a broad cultural spectrum

Note: Gathering demographic data–consistently and collectively across programs–would provide the Conservancy with valuable information having multiple uses.

Program evaluationsI-YEL students have a mid-year review then complete a summative evaluation about their overall experienceProject WISE, evaluations are administered pre-program, mid-term, and at the end of the programLINC students complete short “pre” and “post” program surveys

Note: Teens on Trails and Oceana do not complete formal evaluations of the program.

What should be the role of the Parks Conservancy be in Bay Area outdoor education, in both informal life-long learning and formal schooling? The five programs compared in this study provide either informal or formal education, or both:

Project WISE incorporates formal education into the programs as well as informal, on-site educationI-YEL has the greatest depth of program contentLINC and Oceana H.S. Nursery programs have the potential to be more extensiveTeens on Trails , which does not have a formal education component, includes informal, on-site education through its trail maintenance program

CONNECTION OF NPS EDUCATION MISSION TO THE CONSERVANCY PROGRAMS

The challenges facing society not only affect the parks, but the NPS can play a vital role in directly addressing them.

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CONCLUDING REMARKS

Crissy Field Center programs encourage new generations to become bold leaders for thriving parks, healthy communities, and a more environmentally just society.

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Triumph: These programs capture the imagination, energy, time, and talents of youth who participate.

Multi-layered Approach: Many students take advantage of the opportunity to participate in other Conservancy programs and internships. By exploring other options, young people have a chance to learn an even greater variety of skills, are provided with a chance to meet new friends and mentors from other programs, can increase leadership aptitude, and continue broad participation in stewardship experiences.

Educational Features: It may be useful for the Conservancy to provide more explicit information on how these programs, collectively, relate to both informal and formal education. Clearly not every program needs to have a formal educational ingredient; explaining what is the connection or relationship, however, to the organization, each other, schools, and the community (e.g., informal learning) could be improved beyond current documentation.

Drivers and Temptations: If the Conservancy would like for educational products and services to be successful in creating opportunities for teens to understand and form personal connections to the meanings and significance inherent in the resources that make up their natural and cultural heritage, then what are the indicators of this “success”?

Program Evaluation: All programs under the Conservancy umbrella would benefit from conducting some type of formal or informal evaluation of their programs. The current inconsistency speaks to a lack of staff time, financial and human resources, and the means to obtain various types of “evidence” and data, to substantively enhance program delivery and services. Short-term and long-term products and/or outcomes, and the associated key milestones, should be determined. More dedicated funding is imperative.

Desired Outcomes: If the desired outcomes for education across programs are similar—at least in terms of the Conservancy focus—then the overall research questions asked and the methods used to evaluate the high school programs should be similar. If the desired outcomes diverge, then the overall research questions asked and the methods used to evaluate these five programs could be different.

However, there may be a need to conduct a separate study to evaluate curriculum-based program effectiveness in achieving traditional educational objectives (e.g., as in the past with Project WISE) especially with reference to the school districts educational and standards-based needs.

Studies exploring desired outcomes would be beneficial if completed concurrently; that is only if they are taken together will they provide a complete picture of “effectiveness” across Conservancy programs.

Furthermore, how and when research and evaluation evidence gets used by program staff who interact directly with youth is vital to program improvement.

There are a variety of evaluative research methods that could capture high quality data. Indisputably, each program investigated has its own unique questions. In addition to obtaining various types of demographic data, the following sample questions surfaced from this document analysis and should be considered for inquiry and discovery as universal measures across programs in the future:

Has the students opinion, viewpoint or attitude towards public lands/open space changed as a result of program participation?Did involvement in the program change the students’ overall lifestyle? (e.g., home, school and/or work - as applicable). What is the real transference of the experience?Would students’ introduce family and/or friends to the Golden Gate National Park as a result of program participation? If so, why. If no, why not.Have there been any academic shifts or visible improvements to grades in school resulting from participation in this program?Has the amount of free, non-obligated time spent outside changed due to experiences in this program? If yes, what activities are they pursuing? If no, why not?For college-bound students, are they interested in a career in the environment (any capacity), outdoor education/recreation, natural resources or related fields? For the Conservancy, how does evaluation research effect policy development and implementation, as well as communication of best practices?

Recreation, Parks, and Tourism Department1600 Holloway AvenueSan Francisco, CA 94132

Nina S. Roberts, Ph.D. Principal Investigator – Recreation, Parks, and Tourism Department

Graduate Research Assistants: Allison Hughes, Dept. of Geography Steven Rossi, Dept. of Recreation, Parks, and Tourism

Photo credits: Tung Chee; LINC photo archives;Parks Conservancy - General photo archives;Teens on Trails photo archives

RECOMMENDATIONS FOR FUTURE RESEARCH AND EVALUATION Outdoor and

Environmental Education Enhancing the Quality of Life for Youth –

Research1 shows…

Diversifying access to, and support for, parks and public lands improves human health and community.

Students gain mastery of science concepts; enhanced cooperation and conflict resolution skills; gains in self-esteem, positive environmental behavior, problem-solving; and motivation to learn.

School achievement is enhanced when programs and curricula are environmentally focused and nature-based.

Teenagers report positive effects on their personal, intellectual and, in some cases, spiritual development. Results of studies reveal enhanced self-esteem, self-confidence, independence, autonomy and initiative.

-----------1 Sources: American Institute for

Research (2005); García, Flores, Mei-ling Chang (2004); Kellert & Derr (1998); Lieberman, Gerald & Hoody (2000).

Documents

Empowering Today’s Teenagers through Opportunities in the Golden Gate National Parksonline.sfsu.edu/nroberts/documents/GGNPC-SFSU_Doc... · · 2014-03-16The Golden Gate National